Emergence: Complexity Pedagogy in Action

Christine Jonas-Simpson, Gail Mitchell and Nadine Cross

Nursing Research and Practice, 2015, vol. 2015, 1-6

Abstract:

Many educators are looking for new ways to engage students and each other in order to enrich curriculum and the teaching-learning process. We describe an example of how we enacted teaching-learning approaches through the insights of complexity thinking, an approach that supports the emergence of new possibilities for teaching-learning in the classroom and online. Our story begins with an occasion to meet with 10 nursing colleagues in a three-hour workshop using four activities that engaged learning about complexity thinking and pedagogy. Guiding concepts for the collaborative workshop were nonlinearity, distributed decision-making, divergent thinking, self-organization, emergence, and creative exploration. The workshop approach considered critical questions to spark our collective inquiry. We asked, “What is emergent learning?” and “How do we, as educators and learners, engage a community so that new learning surfaces?” We integrated the arts, creative play, and perturbations within a complexity approach.

Date: 2015
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Persistent link: https://EconPapers.repec.org/RePEc:hin:jnlnrp:235075

DOI: 10.1155/2015/235075

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